Score-Based Learning and Improvisation in Classical Music Performance

This chapter reflects on the author’s artistic path as a classical pianist and her experiences within the artistic research projects Armenian Fingerprints (Kharatyan, 2019) and the ongoing project Armenian Crossroads, the latter project involving music performance students from the Department of Classical Music and Music Education at the University of Agder. With these students, the Armenian Crossroads project explored how the interpretation of scored music can stretch beyond the limitations of Werktreue, by experimenting with co-create approaches and collaborative music making through improvisation.
It is argued that the impact of Werktreue on the teaching and learning of music performance of classical music in most of HMEI’s curricula has strongly suppressed improvisational practices and limited the scope for creativity and unconventional interpretations. The author seeks to challenge the norms in higher music education, and describes two artistic projects that explore new methods, seeking to re-introduce improvisation in classical music performance education. Drawing on interviews with the participating students, the chapter brings forth how students found that the improvisation sessions had (i) stimulated musical creativity; (ii) provided broader perspectives on music performance; (iii) promoted listening and interaction (iv) demanded that each performer accept their vulnerability; (v) provided new musical insights; (vi) increased focus and sense of presence. In conclusion, the chapter proposes that by implementing improvisation and including the students in artistic research projects in performance education, novel and creative approaches to the teaching and learning of musical interpretation can be created.